Reading Experience of Information Technology Pedagogy 1 I recently read "Information Technology Pedagogy" written by Professor Peng Shaodong, with 13 chapters and more than 600,000 words, and established the theoretical system of information technology pedagogy from a brand-new perspective. The book has a comprehensive knowledge system and a rigorous logic system. After reading it, I understand the essence theory, development theory, curriculum and goal theory, process and original theory, methods and means of information technology education.
First of all, this book has five characteristics.
First, the system is relatively complete. The book has clear concept system, orderly skill system and flexible teaching system. A relatively complete discipline and curriculum system has been established.
Second, originality is better. Many chapters in the book have their own unique ideas. Among them, the definition of information literacy and the discussion of the essence of information technology education have certain depth; Thinking about the information technology education curriculum, teaching materials, teaching process, teaching principles, teaching methods and models is forward-looking. The research on the development theory, humanism theory, resource theory, disease theory and futurism of information technology education has opened up new fields for us. The third section of chapter 13 belongs to the first theoretical discussion in the field of robot education in China.
Third, it has important theoretical value. The academic viewpoints, application concepts, methods and models put forward in this book are scientific and advanced. It is clearly pointed out that information technology education refers to the theory and practice of learning and applying information technology, cultivating information quality and promoting the optimization of learning and teaching. Information technology pedagogy is a science that studies the phenomenon, essence and law of information technology education, optimizes the educational process and improves the educational effect. It is the product of further research and practice of information technology teaching, a new branch of modern pedagogy, and belongs to the nature of subject pedagogy. China's online education development strategy, intelligent learning materials, educational technology proposition, generalized montage, information technology teaching mode and other research results were published and exchanged in international and domestic academic conferences and related magazines, which had a good influence.
Fourth, practical. The author of this book took the lead in setting up the required courses and school elective courses of information technology education in Hunan Normal University. In teaching, he pays special attention to students' skills training and the integration of information technology and course teaching, which is very popular among students. The discussion of skill theory and practice theory of information technology education in the book has strong maneuverability. The practicality of this book also lies in that it is not only applicable to the teaching materials of educational technology and computer science in colleges and universities, but also can be used as the teaching materials of other majors and in-service teachers.
Fifth, expand the field. The study of this book has opened up a road for information technology education in China.
After reading this book, I have relevant theoretical knowledge, so I can re-examine my teaching and put it into practice to make my teaching more handy.
Second, the information technology curriculum content of new thinking
At the beginning of the new semester, I picked up the textbook and looked through it. Melancholy appeared from time to time. Look at our textbook: students are required to practice the keyboard according to the standard fingering, learn to arrange a beautiful document with Word, and learn to make several slides with PowerPoint. All the goals are to learn to operate! Satisfactory completion of a document arrangement! I have taught information technology for several years and know the secret of information technology application. If I just learn the operation, I will never let my children spend time on it, and my colleagues also hold this view. Now I want to teach other people's children information technology. If I teach my students like this according to the textbook, I will not be reconciled. So I have to think, what should information technology courses teach students?
So I searched the practice of information technology courses in some developed countries, such as the United States, Britain and Australia. Among them, I was deeply impressed by the national educational technology standards of the United States. Among the standards that fifth-grade primary school students should meet, 10 was listed, but seven of them were about what to do with tools, not to learn any technical operations.
Reading Experience of Information Technology Pedagogy 2. Recently, I carefully read "Information Technology Pedagogy" written by Professor Peng Shaodong, and benefited a lot. It is indeed a rare good book. Especially in the modern society with the rapid development of science and technology, it has an important guiding role for teachers. With the rapid development of information collection, processing, processing, transmission and other technologies represented by computer, multimedia, communication, network and artificial intelligence, information technology has continuously penetrated into all fields and aspects of social life.
Below I will talk about some feelings and experiences in my heart after reading this book according to my reading situation.
Information technology is a big field, however, the subject of information technology is still a controversial and embarrassing small subject in primary and secondary schools. Professor Peng emphasized the quality training and professional development of information technology teachers in his book, which is very theoretical, practical and basic. On the basis of learning and inheriting the teaching experience of information technology education at home and abroad, we should learn from the curriculum theory, teaching theory, learning theory and modern teaching theory related to other disciplines to integrate the new curriculum reform and information education.
The new curriculum emphasizes that students should learn through activities. "Activities" provide students with opportunities to mobilize their original knowledge and experience and creatively solve problems by using unique ways of thinking. Although students have different ways to solve problems and different thinking levels, they all participated in rich and vivid thinking activities. In the activities, students learn confidently, actively exchange their views and understandings, and cooperate with each other to solve the problems they face, which also makes people's subjectivity, initiative and independence constantly publicized, developed and promoted.
Under the necessary guidance of teachers and relaxed learning environment, students can acquire a variety of knowledge independently and creatively. In the chapter of information technology teaching, from the perspective of the relationship between subject and object of education, education should also pay special attention to the effective integration of knowledge and skills, processes and methods, emotional attitudes and values, including the integration of knowledge and skills, the effective integration of IQ and EQ, the integration of hidden courses and explicit courses, the integration of course content and students' learning and life experience, the integration of social and cultural customs, teachers and students, and the integration of teaching materials and environment. Seeking the cultural value of curriculum is the basic work and main line of curriculum integration, and its ultimate goal is to realize the reasonable expression of curriculum cultural value.
The book "Information Technology Pedagogy" made me deeply realize the importance of learning. Teachers should create a democratic, equal and harmonious learning atmosphere, attach importance to students' unique experience, and improve students' learning interest and efficiency. Teachers should also carefully design classroom exercises, adjust the learning atmosphere and improve the effectiveness of learning. When designing exercises, we should have various forms, pay attention to the coverage of students and knowledge, mobilize students to participate in classroom learning wholeheartedly, and reflect the effective integration of learning and teaching.
So through learning, I think teaching and learning are complementary. Concentrated teaching is the premise of serious study, and serious and active study is the key to improve classroom teaching efficiency.